Education system in Manipur.

By Dr.John H.Pulamte*

INTRODUCTION

The term ‘Education’ used here mainly refers to that system of education introduced in India by the British and the Christian missionaries since the early part of 18th Century. Many authors and educationists used the term Western Education or, Modern Education to refer to this system of education. The super structure of modern education consists of the organization of schools, colleges and universities wherein the formally prescribed courses of teaching in various fields of knowledge are conducted under planned curriculum and syllabus in an articulated manner stage by stage.

Even though by the time of the Governor-Generalship of Warren Hastings (1773-1784), the East India Company had most of India in its hands, nothing like a new educational policy developed. While the company’s rule was bringing about revolutionary changes in the political and economic life of Indians, how long the government took to concern itself with education is astonishing. Working partly on the analogy that even in Britain itself education was not a government responsibility, and partly on the fear that the spread of education, especially, of the European type, among the Indians, would make them challenge the alien rule.

This kind of policy and attitude of the Englishmen of the East India Company is to some extent appropriate as their main intention here in India was not for social cause but purely economic. The major interest of the Company was to accumulate money as much as possible for sending it to England and not to spend it on education of the people. This fact can also be ascertained from the opinion of John Clarke Marshman (1794-1877) who said that, “We had just lost America from our own folly in having allowed the establishment of schools and colleges and that it would not do for us to repeat the same act of folly in regard to India”. However, this policy of the East India Company was quickly succeeded by a developing imperialistic vision, with theoretical militancy given by ideologies of acculturation and conversion.

The year 1813 was an important landmark in the history of education in India as in that year, for the first time, the East India Company came out with an announcement to spend a lakh of rupees ‘for the revival and improvement of literature and the encouragement of the learned natives of India and for the introduction and promotion of a knowledge of sciences among the inhabitants of the British territories in India’. The inclusion of this important clause in ‘The Charter of 1813’ is mainly due to the ceaseless effort of Charles Grant regarded as the ‘Father of Modern Education in India’.

In 1882, the first Indian Education Commission, also known as Hunter Commission was appointed to look into the conditions of Primary or Elementary Education in India. By 1885, in the then princely state of Manipur, modern education was introduced for the first time with the establishment of the first English medium school by the then Political Agent, Sir James Johnstone. Gradually, primary schools were also established at Sekmai, Phoijing, Tera, Thangmeiband and Moirang in the valley by 1895-96. But till the first decade of the last century, no tangible progress in education could be seen as the general public looked upon the English and anything associated with it with suspicion and hatred. Besides, the English and their education system were regarded as something impure that would defile their sacred being. As a result, the progress of education in this state was very slow.

As for the introduction of Modern education in the hill areas of Manipur, the Christian missionaries had played an important and pioneering role as they did so in other parts of the country. The name of William Pettigrew may be mentioned for having made this important contribution. Being rejected in the valley to preach the gospel, Pettigrew found his way to the hills, which was a blessing in disguise for the hill areas. He subsequently reached Ukhrul in 1895 and by the next year he started one ME School there. It may however be noted that the first school on the basis of modern education in the entire hill district of Manipur was started by the government authority at Mao Thana in 1893.

India got her independence in 1947 and the framer of new Indian constitution envisaged and adopted Compulsory primary education for all children up to the age of 14 years within 10 years from the enforcement of the constitution. In the meantime, the then princely state of Manipur merged with the Union of India in October 1949 and become a Part C state till it was granted a full-fledged state in 1972. It may be noted here that even the well-established Meitei society with its rich culture and traditional forms of education could not prevent/withstand the growth and progress of education for a long time. As days gone by, circumstances, ideas and concepts has changed. Parents and peoples who some years ago sees ‘schools’ as a tool for Christianization started to demand school in their localities and villages and the ‘strange’ and deep feeling on education has slowly disappeared.

The first High School in the hill districts of Manipur was established at Pherzawl village in Churachandpur districts in the year 1951. Ukhrul High School may however be counted as the first full-fledged Government High School as it got converted into government High School with effect from March 4, 1952. Mao Maram High School in Senapati district also got a sort of government recognition by getting Grant-in-aid in the year 1951-52. Pherzawl High School produced its first batch of matriculates in the year 1954 and created a history of its own by producing a record 100% pass percentage in the year 1956. The school was finally absorbed by the government of Manipur on November 1, 1969 along with eight other high schools of the district which unfortunately began its downslide.

With enough central support and of course with constitutional obligation, the state of Manipur put great efforts towards education after 1972 by opening schools of different grades in all parts of the hill areas – some with political compulsion and some out of necessity. At present there are 8 Higher Secondary Schools, 75 High Schools, 176 Jr. High Schools and about 200 Primary Schools administered under 6 Zones in the 5 tribal districts of Manipur. This is excluding those under the 6 Autonomous District Councils of the state. Though the state’s Education Directorate is unable to provide exact figures on its employees of all grades, it is found that there are some 3000 plus employees in the whole state.

WHAT AILS GOVERNMENT SCHOOLS IN THE HILL AREAS OF MANIPUR (PROBLEMS)
When we look into the state of education in our state, there is nothing to enjoy or be happy about it. Inspite of the great and tremendous efforts put up by the central government through various flagship program such as Mid-Day Meal Scheme, SSA and off late, RMSA, there is still many areas for improvement. The government’s intention of going through the normal but complicated formalities without considering the ground realities also stood on the way for government schools to have a semblance of a school. Some of the important factors that led to such a pitiable situation are briefly deliberated here.

Aimless Education
Modern education in India was introduced by the British chiefly to educate a few section of the Indian community who they hope to use as clerks in their business and also to act as a middleman between them and the common people and for the tribal peoples of Manipur, it was to make them able to read Bibles and Hymns in the Churches. It has to be admitted that we have not been able to change the aims of our education in accordance with the changing situation and development in the field of information and technology throughout the world and also in our own country.

Another very repulsive scenario in the present day education is that, the school authorities hardly have the time and willingness to give special attention to the gifted or the backward children. The whole educational system is for the normal and average students. Schools are so much occupied with the formal Board syllabus that their whole energy and time were devoted to the books and the theoretical education alone. Bookish knowledge was given too much importance, which led to cramming of knowledge to the young students. Hence, schools knowingly or unknowingly have to ignore that each child has a different IQ, personality and interest, likes and dislikes and as such needs a personal care different from each other.

Wrong Concept of Teaching Profession
One of the most unfortunate situations the state of education is witnessing is that everybody, right from the administrators to the common man thinks that the teaching profession is just another job on the market meant for earning monthly salaries. What is more important to become a teacher is not about having the talent and interest in the teaching profession but, of the money and influence one have to those who matter most in the process.

Teachers who once upon a time were accorded topmost rung in the society and known as ‘gurus’ no longer command such respect and reverence. On the other hand, many government school teachers in the hills of Manipur today command respect not because of the services they rendered towards education, but because they are better off with money; politicians scared them because they sponsored candidates in elections; churches and its members dare not say anything against them as they need loan from them off and on. They have influence in the day today functioning of the village, the church and village and tribe level social organizations. The salary enjoyed by teachers is also meager when compared with other jobs and also considering the prospects of promotion and other facilities of other government employees.

Absenteeism and Substitution of Teachers
One of the most serious problem that plagued government schools in the hill districts of Manipur is that many teachers illegally engaged some locals on their behalf. This illegal practice is usually done with the tacit approval of village chief and chairman who also spend most of his time not in their village but in towns and cities.

It is understandable if a senior and outdated teacher who have just a couple of years for retirement is substituted by a fresh and energetic graduate, but not so if a Science Graduate teachers is being substituted by an under matriculate and unqualified person just because that fellow is a near and dear one of the village chief or those who matter in the village. These substitute teachers are not qualified. This bad habit is now beginning to influx in colleges whose teachers are supposed to be NET qualified. These substitute teachers are also paid a meager amount of Rs. 700 to 1500 and that too not through 12 months of the year.

Political interference
Political interference in the day-to-day functioning of government schools is really hampering the smooth and successful functioning of government schools in the hill districts of Manipur. Transfer and postings of Headmasters and teachers are usually done without considering the interest of the schools and students but on that of the politicians, bureaucrats, officers and the teachers. When everybody knows that recruitment, postings and transfer of teachers is best to be affected in the beginning of an academic year, the same is usually done with interference from the higher ups during mid academic courses. This always have a great bearing on the normal academic functioning of a school.

Headmasters alone cannot make the school function smoothly. They need fullest cooperation from the teachers, villagers and all concern. There are many instances and situations where a headmaster of a school dare not take any displinary action against his subordinate staffs only because that staff have a strong political back up and background. There are also many cases of teachers who got themselves transfer along with their post because of their influences and maneuvering in the head office.

Problem of Law & Order and Less Working Days
The problem of Law and Order sadly is one of the most important problems, which hampers the development and progress of education in the tribal districts of Manipur. Most of the teachers who are posted in the interior villages pointed out that due to the problem of law and order, they are unable to stay in their place of postings or even go there at all. As such, it is the students in these villages who ultimately suffer. Many of the fund and facilities provided to the school going children are also either siphoned off by some officials with the back-up of certain groups and non state actors.

While the prescribed instructional days in a year for Secondary schools is about 230, most schools in Manipur could hardly function for 200 days in a year due to bandhs, strikes and agitations sponsored by groups and organizations which are not necessarily related with students and education. I prefer not to make any comment on the present class boycott imposed by some student bodies that identified themselves with students. Thank God, this mindless agitation did not affect educational institutions in the hill districts. Besides, many government schoolteachers are utilized for outside duties such as Pulse Polio Immunization, Total Literacy Campaign, Election, etc. which ultimately affects the smooth functioning of schools.

Out-dated and Poor System of Education
The British introduced the modern system of education in India not entirely for the educational purpose but for religious as well as the political purpose. Besides, the curriculum of the primary school is unsuitable for the local needs in which emphasis was given on bookish knowledge and theoretical lessons, ignoring the principle of ‘learning by doing’ to develop the constructive power of the student. It is unsatisfactory, one-sided and unrealistic and has very little attraction for the common pupil and people. It does not cater to the different aptitudes of the pupils or to pupils of different aptitudes. There was too much stress on examination. Curriculum was overcrowded and methods of teaching are also not very scientific and up-to-date and there is lack of proper materialism. All these factors tend to make education a burden on the pupil. Most of the young students consider the getting of jobs as the ultimate aim of their education.

Inadequate Teaching Staffs
Most of the high school’s headmasters, teachers and even the Zonal Education Officer when asked the reasons for the poor performance of government schools as a whole, cited the reasons for lack of adequate teachers especially those of Science and Math teachers. This shortage of teachers is more acute in the interior villages where there are no other private schools. The absence of full-fledged Headmasters and Assistant Headmasters is also another factor that hampers the successful functioning of government schools in the hills.

Lack of Trained and Adequate Qualified Teachers
With the fast pace of changes and development in the field of education may be in the curriculum, the system of examination, the methods of teaching, etc. teachers have to be constantly trained and retrained to make them acquire with these changes and development. The ‘inability of the government school teachers to adapt to the new course’ is definitely as one of the reasons for the failure of many government high and higher secondary schools in the HSLC and HSS exams. Unfortunately, most DIET (District Institute of Education & Training) which is being set up to train government teachers has been non-functional in most of the district headquarters in the hill districts.

Lack of Infrastructure
Though the state as well as central government pumped in a huge amount of money towards education, it is found that most government schools in the hill districts are still without proper classrooms, laboratory and lavatory facilities, benches and desks, blackboards and dusters and other teaching aids. In the age of technology where computers are the basic requirements for students there is no computer facility in most of the government schools particularly those in the interior and remote areas.

Absence of Vocational and Job-oriented Subjects
Vocational subject used here refers to those subjects which prepares a person for a vocation that can earn his or her livelihood. They include crafts, tailoring, weaving, dance, drama, drawing, painting, etc. Job-oriented subject refers to specialized training for trade, commerce and industry including engineering, medicines, etc. None of these subjects worth the name are available in schools of the hill districts. The lone Industrial Training Institute situated at Saikot village in Churachandpur is just on the name and is occasionally occupied by Para-military forces.

Poor Educational Environment and Too Many Social Activities
The Maduliar Commission of 1953 points out that, “Many children, now seeking education, come from homes where there is little of an educational atmosphere. Hence, they got little or no opportunity for supplementing the education given at school”. The above observation is also true in the tribal areas of the state of Manipur. Besides, there are too many social and religious activities among these people that have its effect on the progress and performance of the students. For instance, in some districts of the state, almost all the seven days of the week has a church service wherein parents and other grown up members are supposed to attend. Parents in such a way have less time to give and devote to their children as they are almost fully engaged throughout the week. Many educationists have now questioned the efficacy of attending so much religious programs and activities by the parents and are suggesting the reduction of church meetings in the weekdays.

SUGGESTIONS FOR REMEDIAL MEASURE (OPTIONS)
Some of the more important remedial measures suggested from different corners in the process of this study are as follows:

Community Participation
Manipur is inhabited by more than 32 tribes each of them having their own traditions and practices distinct and different from each other. Tribe affiliation and attachment to one’s own is high and unquestionable. The government can take this opportunity by making each of these different communities into confidence by making them involve in administration and supervision of at least one school for each community. They can be made to compete with each other with incentive and penalties given each year. Communitization of Education that is being successfully followed in Nagaland can also be attempted with some modifications here and there. The willing participation and involvement of the local people in the administration and functioning of educational institutions is important as past history tells us that schools of all type in the tribal areas of Manipur in the earlier days are successful with the participation and involvement of the people.

The state government must also seek the support of the Church, NGOs and private bodies and works for the betterment of the present position and system of education. They can give room and opportunities to each other by stepping aside in areas where one can play more effective role. All mission or private schools in villages where good and effective government school is functioning can be abolished or transferred to another village where such government school is not available and vice-versa. Informal amalgamation of government schools, withdrawal of mission schools, incentives to performing teachers, identification of bright and prospective students, local participation and devolution of power are some of the more important points to be noted in order to give fresh life to dying system.

Residential Model Schools
The state government, with financial support from the centre has now constructed 20 Residential Model Schools in the hill districts and will add 10 more in the current fiscal year. The first idea and proposal of these schools is that they should be run and funded on the lines of the Jawahar Navodaya Vidalayas (JNV) with its headmasters, teachers and other staffs specially recruited and engaged only for these schools. Unfortunately, not much progress has been seen in these completed schools and time is not on the side of the tribal peoples and the government. It is also suggestible if teachers for these residential schools are separately recruited on ‘contract’ with scope for extension of services and incentives base upon their performance.

Revamp the whole system and Department
The acute and chronic problems of school education in the hill areas needs not only urgent attention but a complete re-think in the very system of looking after the schools in the hills, keeping in mind that, time is running out for the hill people if the education they are getting does not change. The ideas of clubbing together school and college education under one department – Department of School and College Education (DSCE), and then, for effective and meaningful administration/management, the setting up of Manipur Education Service may also not be a bad initiative. The state’s education department must also ensure that a certain specific number of both teaching and non-teaching staffs are posted in each school remote or non-remote. The conventional practice of posting a certain number of teachers (14 in Junior High Schools and 21 in High Schools) must also be made flexible so as to put extra teachers in schools that have more than enough students on the roll.

Proper Coordination
Administrators in the Head Office and those in the fields must have better coordination and understanding with those in the field. Construction and repairing activities of the school must be done in such a way that it disturbs the normal functioning of classes and sessions. Transfer and posting must by all means be done before the start of the academic session and avoided in the middle of the year. Certain incentives must be arranged for teachers who wholeheartedly involved in their profession so as to encourage and acknowledge their contribution towards the welfare of the students. In the meantime, those who are not performing to their capabilities should be penalized so as to make them understand the value of their profession.

In-Service Training for Teachers & Orientation Course
For raising the quality of education, well-trained and efficient teachers should be appointed. The existing teachers in the government schools can be sent for training in the government teachers training college. Mission school-teachers can also be sent to this institution with their own support or with the support of the missions. Short term training courses, workshops and orientation programs can also be arranged by the missions and other private agencies as well as the state government.

Better system of Examination
Better examination system can be introduced thinking in mind the local needs and conditions and the present system is not sufficient to measure the academic achievement of a learner. While making the final evaluation of the academic achievements of the students, importance should also be given to the internal assessment, periodical tests and attendance records in order to acknowledge the importance of all activities and exam conducted in the schools and thereby minimizing the defects of the present system of examination. Essay type questions can be minimized in the exam and replaced with short answer type and objective questions. Grading instead of mark system as proposed by the incumbent HRD Minister Kapil Sibal must be studied and implemented to suit the interest of the state.

Vocational and Job oriented curriculum
One of the most important reasons for the introduction of modern education among the tribals of Manipur was to make the new Christian converts to be able to read and write. Considering this aim, one can say that the education among the tribals of Manipur in the first half-century of the 20th century was quite successful. However, in a period where the aim of education was beyond the 3 R’s, the aims, methods and system needs to be change according to the needs and situation. Vocational and job oriented subjects must be included in the curriculum so that learning is a joy for the learner.

The curriculum should be reformed and modified as per the needs of the community and the locality. It should be made more practical and useful. It should be diversified and flexible to cater the interest and aptitude of the students. The curriculum should be closely related to the social life of the students so that it may help in developing the capabilities of the students. Vocational subjects should be introduced as far as practicable especially in the secondary stage.

Special Education
The school administrators and those who matters in the field of education must tried their level best in identifying bright and prospective students with higher percentage of IQs and other qualities. These students must be carefully groomed and nurtured so that they maintained their own pace of growth and development in their career. If possible they can be sent to bigger and better schools in the towns and cities with full government support so that they can compete with better students in a better environment.

Law & Order
The government must effectively tackle the problem of law and order. It is sad to note that many teachers complaint that they cannot go to their place of posting because of bad law and order situation. Besides, certain persons use to siphon off large chunks of money meant for education by using unfair means and through intimidation. The government must take serious note of this development and gave confidence to the people so that teachers and educational administrators work without any outside disturbance. Headmasters and teachers must be given freedom to work for the betterment of their school. Political interference must be minimizes to the greatest extent.

CONCLUDING REMARK
Every problem has a solution and so, the problems being faced by the tribal peoples of Manipur with regard to Education will definitely have ‘a wait out’. It all depends on how the state government, its officials and administrators, the peoples concern, student and civil societies understand the issue and work out on how to tackle the issue.

REFERENCES
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*About the paper&author: Paper presented at CAUCUS 2009 – 2 days Academic Program organized by All Tribal Students’ Union Manipur at Chandel Hqrs., on November 24 & 25, 2009. The author is the President of Hmar Students’ Association, Gen. Hqrs. & former President of All Tribals Students Union Manipur (ATSUM). The views expressed by him in this paper are that of his own and have no bearings on the organizations he affiliates. Courtesy: Hmarram.com